Subject: English Class periods used: 6 (including 1 art period)
Vocabulary: Students will work together to make a list of vocabulary to go in the front of the final project, choosing words they deem necessary to know, such as: Mythology; Hero; Plot; Conflict; Climax
Objectives Students will:
Apply their knowledge of themes from Greek myths into a myth of their own; and
Learn how to construct a story with a clear beginning, middle, and end, with a plot, conflict, climax, and conclusion.
Materials The class will need the following:
Computers with Internet access;
individual USB thumbdrives;
Paper and pencils;
Picaboo (see amendments if budget doesn’t allow)
Procedures
Students will be introduced to Greek myths and discuss themes and what makes a hero.
Students will then write myths of their own.
Each student will pair up and each pair will peer edit the myths.
After being corrected and approved by the teacher, the students will enter the text onto pages of the Picaboo book and illustrate their myths in Picaboo. Students may draw their own illustrations to be scanned in by the media specialist or find images on Creative Commons to insert.
The students will all vote on a layout template and cover style for the book of myths.
The final project will be a collection of the student’s myths, printed and bound to put up for bidding at the school auction.
Adaptations The Picaboo application can be downloaded free but each book costs a minimum of $9. Teachers may buy one book and get one free. The minimum bid at the auction would be set at $18. But, if the budget does not allow for Picaboo, then students will write journalistic pieces on fodey.com and create a newspaper called “The Oracle.” Students will then create another project for the school auction.
Discussion Questions 1. If student did not modernize their individual – How do you think your chosen figure would act in today’s world? 2. If student did modernize their individual – What information led you to these conclusions of behavior?
Standards This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Standards and the AASL Standards for te 21st Century Learner.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking and Listening Standards Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific context relevant to grades 6–8 texts and topics.
Text Types and Purpose
2. Write informative/explanatory texts. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Production and Distribution of Writing
2. Write informative/explanatory texts. a. Introduce a topic clearly, previewing what is to follow; organize ideas,concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
AASL Standards:
1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate and select appropriate sources to answer questions. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources or strategies when necessary to achieve success. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.2 Show social responsibilities by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.7 Use social networks and information tools to gather and share information. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.1 Identify own areas of interest. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context.
Subject: English
Class periods used: 6 (including 1 art period)
Vocabulary:
Students will work together to make a list of vocabulary to go in the front of the final project, choosing words they deem necessary to know, such as:
Mythology; Hero; Plot; Conflict; Climax
Objectives
Students will:
Materials
The class will need the following:
Procedures
Adaptations
The Picaboo application can be downloaded free but each book costs a minimum of $9. Teachers may buy one book and get one free. The minimum bid at the auction would be set at $18. But, if the budget does not allow for Picaboo, then students will write journalistic pieces on fodey.com and create a newspaper called “The Oracle.” Students will then create another project for the school auction.
Discussion Questions
1. If student did not modernize their individual – How do you think your chosen figure would act in today’s world?
2. If student did modernize their individual – What information led you to these conclusions of behavior?
Evaluation
See rubric.
Standards
This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Standards and the AASL Standards for te 21st Century Learner.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking and Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific context relevant to grades 6–8 texts and topics.
Text Types and Purpose
2. Write informative/explanatory texts.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Production and Distribution of Writing
2. Write informative/explanatory texts.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
AASL Standards:
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate and select appropriate sources to answer questions.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources or strategies when necessary to achieve success.
1.3.4 Contribute to the exchange of ideas within the learning community.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2.2 Show social responsibilities by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.7 Use social networks and information tools to gather and share information.
4.1.8 Use creative and artistic formats to express personal learning.
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
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Lesson One
Lesson Two